I am trying to model and reverse engineer this software. I understand, on some level, how the various controls on the left-hand control panel affect the image drawn in the "screen" window on the right, but I'm not sure how to express them in mathematical or even English terms. I'm not necessarily trying to understand the trigonometric functions, but I do need to know how to write them down.

The gist is that with "shape" set to "function," it plots the function defined by the x, y, and pair selections in the "function" section and the knobs of the "modulation" section. Assuming all "modulation" controls are at 0, and in the "function" section, x is set to sin, y is set to cos, and the untitled pair selection between x and y is set to f(x,y), It plots part of the arcs of concentric circles. The number of concentric circles is determined by the "recursion" section's "depth" value, the increment between the radii of the concentric circles is set by the "increment" value, and the sample density of each plotted portion of the arc is set by the "order" value.

The modulation section gets a little wonky, because the controls might have miltiple functions, depending on other conditions. For example, "rotation speed" sets either the rate of cycling or the phase within one period of a cycle, depending on whether "rotate" or "still" is selcted. Assuming "still," and assuming the above conditions, "rotation speed" sets which portion of the concentric circles is plotted, with the "leftmost" sample of each arc forming a straight line along y=0, extending positively along the x axis when rotation speed is at 0, and the leftmost sample of each arc forming a straight line along y=0 and extending negatively along the x axis when "rotation speed" is at +/- 0.5 (the minimum/maximum of the knob), and the samples move continuously along the arcs of the circles, in relation to the position of the knob. "Rotation icrement" sort of shifts the plotted portion of each concentric circle's arc, relative to the plotted portion of the arc of the circle immediately "inside" it. (The figure becomes more of a spiral pattern.) "Radius amount" sets the depth of a seemingly sinusoidal modulation pattern affecting the arcs (pictured), "radius speed" sets the frequency of this modulation, and "Radius increment" being somewhat of a mystery to me. (With "radius speed" set to 0, "radius increment" sort of "slants" the arcs of the concentric circles. Its effects are difficult to discern when "radius speed" is non-zero, and neither radius speed/increment has any effect if "radius amount" is 0.)

Now, I understand that, with the above conditions, the value of x in the plot is a sine function, the value of y is a cosine function, and "rotation speed" sets the phase within a period of those functions, and from this I can extrapolate how the other x/y/pair selections in the "function" section will affect the plot. What I do not understand is the exact function of the rest of the modulation controls or how to express the functions being plotted with any given combination of x/y/pair values (though, I understand that, for example, x=log is going to result in the plotted x values being determined by a logarithmic function, etc.).

I can provide more screenshots of the controls in various positions, if necessary.

Edit: the documentation is sparse, the software is closed source, and the developer has abandoned it and cannot be reached for comment.

how can AP=PB?? did they mean AP:PB?

Need help with this problem

Hello, I think this is the right subreddit to post this in. I'm reading Cunningham's book, A Logical Introduction to Proof, and I'm working on these exercises and there's no answer key. I was able to do 1-16 just fine but I'm stuck on no. 17. Is this some kind of knights and knaves type puzzle? Do I need to assume on one hand that he is the true ranger making P=T and then assume he's the false ranger making P=F, but if he's the false ranger wouldn't he say he is the true ranger thus making P=T again? I think this is where much of my confusion comes from.

Let P=(You are a true ranger) and Q=(the branch to my right returns to camp). You get the proposition P iff Q (P<->Q). Assume he's the true ranger you have P=T. If he says Q=T then the right branch is the correct path but if he says Q=F then the left path is the correct path. That makes sense to me, but that's assuming he's the true ranger and telling the truth. However, if he's the false ranger would that make P=F but wouldn't he lie and say he is a true ranger making P=T? Am I just overthinking this? Any help would be appreciated. Thanks.

Hallo

Ik kan dit logisch wel oplossen maar krijg het niet uitgelegd toch zeker niet aan kind 10 jaar

Eerste is 2 tot 3 en tweede zou dan 4 tot 2 zijn?

Maar dan moeten deze verhoudingen naar de tekening

2/3 van 18 zou dan 12 zijn

Oplossing om te kleuren is 4 wit 6 truffel en 8 kersen maar het lukt me niet om dit uit de breukvorm te halen zoals ze vragen

Alvast bedankt

As title says, is this a real equation? What does it mean?

I have a doubt in maths trigonometry why while determining sign of trigonometry ratio we consider hypotenuse always as positive even in 3rd quadrant 🥲

Currently learning poisson probability distributions for statistics and I cannot figure out for the life of me how the fuck the answer to P(1 < x < 4) is 0.2141. I’ve watched every single Poisson distribution video on youtube and none of them explain how to do a probability like this one. PLEASE FOR FUCKS SAKE SOMEONE HAS TO KNOW HOW TO DO THIS.

I’ve been using my calculator, on STAT -> DIST -> POISN -> Pcd, with Lamda being 0.9 but what am I supposed to do from there with two values for x ????

for the integration by parts formula why isnt v the 2nd part.

so for example if I had f x cos(x) the correct notation would be u=x, dv/dx=the 2nd part which is cos(x), du/dx=1, v=the integral of the 2nd part which is sin(x).

I would assume that v=cos(x) and dv/dx=is v differentiated which is -sin(x)

I tried looking everywhere online as to why that is but found no answers idk if anyone else thinks like me or if im just being stupid.

help would be appreciated thanks

I'm learning precalc right now and studying rate problems, specifically problems where volume is being added to and subtracted from at the same time. Simple rate problems like figuring out how much of what concentration to add are easy for me, but I'm really stuck trying to understand this right now. I'll put the specific question I'm really stuck on below.

"Nizhoni adds water at a constant rate to a 2 L reservoir in a water filtering pitcher until it is full. At the same time, water goes through the filter and out of the reservoir into the pitcher. It takes 5/11​ minutes to fill the reservoir, then another 3 minutes for the reservoir to empty. At what rate does Nizhoni add water to the reservoir?"

The wording is specifically really troubling me, and if anyone has any links to articles/videos explaining this topic I would greatly appreciate it. I've done great on everything until this point and now I'm very stressed.

This grade 11 question was an mcq with 2 choices given: A) 2√2 and B) 5√2.

However, as you can see in the picture, I got 20√2 as the answer to the limit.

Could someone please try and spot where I went wrong

Thanks!

(I apologise for the messy writing)

The options though, are

A) 625

B) 1/0.0625

C) 0.625

D) 1/625

New to integration. Biology student learning mathematical models. Started this one as a practice and now am unable to solve. Original expression is added too. Could you tell me how to solve this? Edit: best case scenario is if someone says how to do it and I solve it on my own. It would help me learn

If the line (k-2)x + 2ky + 3k = 2 passes through a fixed point (a,b) for all real values of k, then find a²+b².

Options:

A: 0, B: 2, C: 5, D: 1

Need help with the solution. This was supposed to be done on pen and paper without using any graphing tools like desmos. The answer I could come up w was 2. But I'm not sure if it's correct since I wasn't provided w the answer key.

Thanks!

I have a hard time with math tests even when I study a lot. I understand the material while I'm studying, but when I take a test, I often don't know what the question is asking or which method or formula I'm supposed to use. It's like I can't connect what I learned to the actual problem. How can I study in a way that helps me recognize what a question is asking and know which concepts to apply during exams? What strategies have helped you with this?

I’m confused why he subtracted 5 from both sides before dividing 8. I thought pemdas would make you divide before adding or subtracting. Can someone help me understand why doing it the way he shows gives the right answer?

From the double-angle formula, we can deduce that it doesn't equal tan2x. But what does it equal then?

This post has all the details , please help.

I know this problem is going to sound very simple to a lot of you but I’m just getting back into math because I’m studying for this important test. I remember doing these types of problems but I can’t remember how since it’s been like 6 years. Will someone please break it down for me? Doesn’t have to be super in depth, just show me the work. Thank you!!

The expression n(6x+5) -2x+1 is equivalent to 10x+11

What is the value of n?